Context factors and professional practice: a qualitative survey of newly hired and senior primary school teachers


In the Italian National teacher Training Plan (MIUR, 2016) a profile based on three main competences emerges: teaching, organization, and professionalism; acquired via individual and context level interventions. The latter has an impact on the didactic aspects in order to realize effective, inclusive, and innovative practices, which differ in relation to different elements of professionalism (e.g.: years of work experience). The present paper explores how “newly hired” teachers (graduates in Primary Teacher Education with < 5 years of experience) and “senior” ones (> 5 years) have different perceptions of context factors and their impacts on practice. The research involved 43 primary school teachers through 7 focus groups. Through a reflexive thematic analysis (Braun & Clarke, 2006) it was possible to distinguish between the two teacher groups how the context is perceived, across its different levels (micro, meso, macro) and their impact on the work practice.